背景:冒名顶替现象(IP)是个人在以目标为导向的高成就职业中所经历的智力欺诈和自我怀疑的主观感觉。知识产权在医疗保健中的影响与个人的身心健康以及对培训的关注有关,机构层面的职业发展和DEI。为了有效解决医疗保健中的IP问题,这项范围界定审查旨在探索教育干预措施,旨在为高成就个人提供应对和克服知识产权所需的工具。
方法:范围审查遵循由JBI方法和PRISMA-ScR指南提供的预定协议,以确定针对高成就行业的知识产权的教育干预措施。在多个数据库中搜索文章,包括MEDLINE(Ovid),心理信息,Scopus,和WebofScience,与灰色文学一起,没有任何时间限制。包括专题分析在内的系统方法可以对已确定的教育干预措施及其对解决知识产权问题的影响进行细致入微的探索和解释。
结果:17篇文章被纳入审查,大多数来自美国,大多数自2020年以来出版。十项研究针对医疗保健专业人员,本科和研究生医疗保健学生。大多数研究旨在解决知识产权问题,女性参与者人数多于男性。以自我反省和小组指导练习克服知识产权的讲习班是最受欢迎的教育干预措施。还建议了教练和结构化监督。在所有文件中,应对策略出现了三个主题:个人,对等,和机构。
结论:这项范围界定审查表明,小组和个人干预措施,如研讨会,小组讨论和辅导可以用来克服知识产权在医疗保健。制度变革,如多样性促进,主管教育,和支持网络在寻址IP方面至关重要。需要进一步的长期和专门的评估来衡量影响。总的来说,该审查强调了如何实施教育意识和各种策略,为处理知识产权的专业人员创造一个支持性环境,促进他们的幸福和成功。
BACKGROUND: Imposter Phenomenon (IP) is a subjective feeling of intellectual fraudulence and self-doubt experienced by individuals in goal-orientated high-achieving professions. The impact of IP within healthcare has been associated with individual physical and mental health and concerns around training, career progression and DEI at an institutional level. To effectively address IP in healthcare, this scoping review aims to explore educational interventions designed to empower high-achieving individuals with the tools needed to confront and overcome IP.
METHODS: The scoping review adhered to a predetermined protocol informed by the JBI methodology and PRISMA-ScR guidelines in order to identify educational interventions addressing IP in high-achieving industries. Articles were searched across multiple databases, including MEDLINE (Ovid), PsychINFO, SCOPUS, and Web of Science, alongside grey literature, without imposing any time constraints. A systematic approach including a thematic analysis allowed for a nuanced exploration and interpretation of the identified educational interventions and their impact on addressing IP.
RESULTS: Seventeen articles were incorporated into the review, with the majority originating from the USA and majority being published since 2020. Ten studies targeted healthcare professionals, undergraduate and postgraduate healthcare students. Majority of studies aimed at addressing IP, featured a larger number of female participants than males. Workshops with self-reflection and group-guided exercises to overcome IP were the most popular educational interventions. Coaching and structured supervision were also suggested. Across all papers, three themes emerged for coping strategies: individual, peer-to-peer, and institutional.
CONCLUSIONS: This scoping review suggests how group and individual interventions such as workshops, small group discussions and coaching can be used to overcome IP in healthcare. Institutional changes like diversity promotion, supervisor education, and support networks are crucial in addressing IP. Further long term and speciality specific assessments are needed to measure impact. Overall, the review highlights how educational awareness and a variety of strategies can be implemented to create a supportive environment for professionals dealing with IP, promoting their well-being and success.